| Keith Smolkowski |
Implementation Research |
Oregon Research Institute |
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Berkel, C., Mauricio, A.M., Schoenfelder, E., & Sandler, I., N. (2010). Putting the pieces together: An integrated model of program implementation. Society for Prevention Research, 12(1), 23-33. doi: 10.1007/s11121-010-0186-1
Blanton, L. P., Sindelar, P. T., & Correa, V. I. (2006). Models and measures of beginning teacher quality. The Journal of Special Education, 40(2), 115-127. ♦
Burns, M. K., & Ysseldyke, J. E. (2009). Reported prevalence of evidence-based instructional practices in Special Education. Journal of Special Education, 43(1), 3-11. ♦
Campbell, M. K., Elbourne, D. R., & Altman, D. G. (2004). CONSORT statement: Extension to cluster randomised trials. British Medical Journal, 328, 702-708. ♦
Carr, E. G., Dunlap, G., Horner, R. H., Koegel, R. L., Turnbull, A. P., Sailor, W., Anderson, J., Albin, R.W., Koegel, L.K. & Fox, L. (2002). Positive behavior support: Evolution of an applied science. Journal of Positive Behavior Interventions, 4(1), 4-16, 20. ♦
Carr and colleagues (2002) offer nice history and review of PBIS that describes the critical features and a vision for the future, including the expansion to capture group behavior for entire classrooms "and, even further, at the level of entire buildings" (p. 12).
Century, J., Rudnick, M., & Freeman, C. (2010). A framework for measuring fidelity of implementation: A foundation for shared language and accumulation of knowledge. American Journal of Evaluation, 31(2), 199-218. doi: 10.1177/1098214010366173
Coalition for Evidence-Based Policy. (2003). Identifying and implementing educational practices supported by rigorous evidence: A user friendly guide. Washington, DC: U.S. Department of Education, Institute of Education Sciences. Retrieved from www.excelgov.org/evidence ♦
Cook, B. G., & Odom, S. L. (2013). Evidence-based practices and implementation science in special education. Exceptional Children, 79(2), 135-144. ♦
Curran, G. M., Bauer, M., Mittman, B., Pyne, J. M., & Stetler, C. (2012). Effectiveness-implementation hybrid designs: Combining elements of clinical effectiveness and implementation research to enhance public health impact. Medical Care, 50(3), 217-226. ♦
Damschroder, L. J., Aron, D. C., Keith, R. E., Kirsh, S. R., Alexander, J. A., & Lowery, J. C. (2009). Fostering implementation of health services research findings into practice: A consolidated framework for advancing implementation science. Implementation Science, 4, 50. doi: 10.1186/1748-5908-4-50 ♦
Dean, M. E., Coulter, M. K., Fisher, P., Jobst, K. A., & Walach, H. (2007). Reporting data on homeopathic treatments (RedHot): A supplement to CONSORT. Journal of Alternative and Complementary Medicine, 13(1), 19-24. ♦
Dzewaltowski, D. A., Glasgow, R. E., Klesges, L. M., Estabrooks, P. A., & Brock, E. (2004). RE-AIM: Evidence based standards and a Web resource to improve translation of research into practice. Annals of Behavioral Medicine, 28, 75-80.
Egger, M., Jüni, P., Bartlett, C., & the CONSORT Group. (2001). Value of flow diagrams in reports of randomized controlled trials. Journal of the American Medical Association, 285(15), 1996-1999. ♦
Elbourne, D. R., & Campbell, M. K. (2001). Extending the CONSORT statement to cluster randomized trials: For discussion. Statistics in Medicine, 20, 489-496. ♦
Feldstein, A. C., & Glasgow, R. E. (2008). A practical, robust implementation and sustainability model (PRISM) for integrating research findings into practice. Joint Commission Journal on Quality and Patient Safety, 34(4), 228-243. ♦
Fixsen, D. L., Naoom, S. F., Blasé, K. A., Friedman, R. M., & Wallace, F. (2005). Implementation research: A synthesis of the literature (FMHI Publication No. 231). Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network. ♦
Flay, B. R., Biglan, A., Boruch, R. F., Castro, F. G., Gottfredson, D., Kellam, S., Moscicki, E. K., Schinke, S. Valentine, J. C., & Jil, P. (2005). Standards of evidence: Criteria for efficacy, effectiveness and dissemination. Prevention Science, 6(3), 151-175. ♦
See Gottfredson et al. (2015) for an updated set of standards.
Forman, S. G., Olin S. S., Hoagwood, K E., Crowe, M., & Saka, N. (2009). Evidence-based interventions in schools: Developers' views of implementation barriers and facilitators. School Mental Health, 1, 26-36. doi: 10.1007/s12310-008-9002-5 ♦
Forman, S. G., Shapiro, E. S., Codding, R. S., Gonzales, J. E., Reddy, L. A., Rosenfield, S. A., Sanetti, L. M. H., & Stoiber, K. C. (2013). Implementation science and school psychology. School Psychology Quarterly, 28(2), 77-100. ♦
Gaglio, B., & Glasgow, R. E. (2012). Evaluation approaches for dissemination and implementation research. In R. C. Brownson, G. A. Colditz, & E. K. Proctor (Eds.), Dissemination and implementation research in health: Translating science to practice (pp. 327-357). Oxford, NY: Oxford University Press. doi: 10.1093/acprof:oso/9780199751877.003.0016
Gaglio, B., Shoup, J., & Glasgow, R. E. (2013). The RE-AIM framework: A systematic review of use over time. American Journal of Public Health, 103(6), e1-e9. doi:10.2105/AJPH.2013.301299 ♦
Gearing, R. E., El-Bassel, N., Ghesquiere, A., Baldwin, S., Gillies, J., & Ngeow, E. (2011). Major ingredients of fidelity: A review and scientific guide to improving quality of intervention research implementation. Clinical Psychology Review, 31(1), 79-88.
Glasgow, R. E. (2006) RE-AIMing research for application: Ways to improve evidence for family practice. Journal of the American Board of Family Practice, 19(1), 11-19. ♦
Glasgow, R. E., Dickinson, P., Fisher, L., Christiansen, S., Toobert, D. J., Bender, B. G., Dickinson, L. M., Jortberg, B., & Estabrooks, P. A. (2011). Use of RE-AIM to develop a multi-media facilitation tool for the patient-centered medical home. Implementation Science, 6(118), 1-11. doi: 10.1186/1748-5908-6-118 ♦
Glasgow, R. E., Eckstein, E. T., Elzarrad, M. K. (2013). Implementation science perspectives and opportunities for HIV/AIDS research: Integrating science, practice, and policy. Journal of Acquired Immune Deficiency Syndrome, 63(Suppl. 1), S26-S31.
Glasgow, R. E., Klesges, L. M., Dzewaltowski, D. A., Estabrooks, P. A., & Vogt, T. M. (2006). Evaluating the impact of health promotion programs: Using the RE-AIM framework to form summary measures for decision making involving complex issues. Health Education Research, 21(5), 688-694. doi: 10.1093/her/cyl081 ♦
Glasgow, R. E., Lichenstein, E., & Marcus, A. C. (2003). Why don't we see more translation of health promotion research to practice? Rethinking the efficacy-to-effectiveness transition. American Journal of Public Health, 93, 1261-1267.
Glasgow, R. E., McKay, H. G., Piette, J. D., & Reynolds, K. D. (2001). The RE-AIM framework for evaluating interventions: What can it tell us about approaches to chronic illness management? Patient Education and Counseling, 44, 119-127. ♦
Glasgow, R. E., Nelson, C. C., Strycker, L. A., King, D. K. (2006). Using RE-AIM metrics to evaluate diabetes self-management support interventions. American Journal of Preventive Medicine, 30(1), 67-73. ♦
Glasgow, R. E., Vogt, T. M., & Boles, S. M. (1999). Evaluating the public health impact of health promotion interventions: The RE-AIM framework. American Journal of Public Health, 89(9), 1322-1327. ♦
Gottfredson, D. C., Cook, T. D., Gardner, F. M., Gorman-Smith, D., Howe, G. W., Sandler, I. N., & Zafft, K. M. (2015). Standards of evidence for efficacy, effectiveness, and scale-up research in prevention science: Next generation. Prevention Science, 16, 893-926. doi: 10.1007/s11121-015-0555-x ♦
Greenwood, C. R., Delquadri, J., & Bulgren, J. (1993). Current challenges to behavioral technology in the reform of schooling: Large-scale, high-quality implementation and sustained use of effective educational practices. Education and Treatment of Children, 16(4), 401-404. ¤
A review of evidence for ClassWide Peer Tutoring and other innovations to improve classroom instructional practices and student outcomes.
Gresham, F. M., MacMillan, D. L., Beebe-Frankenberger, M. E., & Bocian, K. M. (2000). Treatment integrity in learning disabilities intervention research: Do we really know how treatments are implemented? Learning Disabilities Research and Practice, 15(4), 198-205. ♦
Harn, B., Parisi, D., & Stoolmiller, M. (2013). Balancing fidelity with flexibility and fit: What do we really know about fidelity of implementation in schools? Exceptional Children, 79(2), 181-193. ♦
Horner, R. H., & Sugai, G. (2006). A promising approach for expanding and sustaining school-wide positive behavior support. School Psychology Review, 35(2), 245-259. ♦
Innovation Network, Inc. (n.d.). Logic model workbook. Retrieved from the Innovation Network , Inc., website: www.innonet.org ♦
Jilcott, S., Ammerman, A., Sommers, J., & Glasgow, R. E. (2007). Applying the RE-AIM framework to assess the public health impact of policy change. Annals of Behavioral Medicine, 34(2), 105-114. ♦
Kellogg Foundation. (2004). Using logic models to bring together planning, evaluation, and action: Logic model development guide. Retrieved from the W.K. Kellogg Foundation Knowledge Center resources website: www.wkkf.org ♦
See also Taylor-Powell and Henert (2008) for another thorough discussion of logic models. McCawley (n.d.) and Innovation Network, Inc., (n.d.) offers quick guides.
Kessler, R. S., Purcell, E. P., Glasgow, R. E., Klesges, L. M., Benkeser, R. M., & Peek, C. J. (2012). What does it mean to "employ" the RE-AIM model? Evaluation and the Health Professions, 36(1), 44-66. ♦
King, D. K., Glasgow, R. E., Leeman-Castillo, B. (2010) Reaiming RE-AIM: Using the model to plan, implement, evaluate, and report the impact of environmental change approaches to enhance population health. American Journal of Public Health, 100, 2076-2084. ♦
Klesges, L. M., Estabrooks, P. A., Dzewaltowski, D. A., Bull, S. S., & Glasgow, R. E. (2005). Beginning with the application in mind: Designing and planning health behavior change interventions to enhance dissemination. Annals of Behavioral Medicine, 29, 66-75. doi: 10.1207/s15324796abm2902s_10
Lewandowsky, S., Ecker, U. K. H., Seifert, C. M., Schwarz, N., & Cook, J. (2012). Misinformation and its correction: Continued influence and successful debiasing. Psychological Science in the Public Interest, 13(3), 106-131. doi: 10.1177/1529100612451018 ♦
"Evidence shows that vaccines do not cause autism, that global warming is actually occurring, and that President Obama was indeed born in the United States. Why then do people still—often passionately—believe the opposite to be true? In this report, Lewandowsky and colleagues review research detailing the real-world impact of misinformation on our ability to make decisions. They examine common sources of misinformation, processes for evaluating the validity of new information, and reasons why misinformation is so persistent. The authors conclude by providing practical tips for combating misinformation, showing that debiasing strategies can be effective when based on strong psychological science" (Summary from an announcement by the Association for Psychological Science).
McCawley, P. F. (n.d.). The logic model for program planning and evaluation. Retrieved from University of Idaho Extension website: www.uiweb.uidaho.edu/extension/LogicModel.pdf ♦
McIntosh, K., Filter, K. J., Bennett, J. L., Ryan, C., & Sugai, G. (2010). Principles of sustainable prevention: Designing scale-up of school-wide positive behavior support to promote durable systems. Psychology in the Schools, 47, 5-21. doi: 10.1002/pits.20448 ♦
Miller, D. N., George, M. P., & Fogt, J. B. (2005). Establishing and sustaining research-based practices at centennial school: A descriptive case study of systemic change. Psychology in the Schools, 42, 553-567. ♦
Meyers, D. C., Durlak, J. A., & Wandersman, A. (2012). The quality implementation framework: A synthesis of critical steps in the implementation process. American Journal of Community Psychology, 50(3-4), 462-480. doi: 10.1007/s10464-012-9522-x ♦
Ogden, T., & Fixsen, D. L. (2014). Implementation science: A brief overview and a look ahead. Zeitschrift für Psychologie, 222(1), 4-11. ♦
Onken, L., Blaine, J. D., & Battjes, R. J. (1997). Behavioral therapy research: A conceptualization of a process. In S. W. Henggeler, A. B. Santos (Eds.) , Innovative approaches for difficult-to-treat populations (pp. 477-485). Washington, DC US: American Psychiatric Association.
Proctor, E. K., Landsverk, J., Aarons, G., Chambers, D., Glisson, C., & Mittman, B. (2009). Implementation research in mental health services: An emerging science with conceptual, methodological, and training challenges. Administration and Policy in Mental Health and Mental Health Services Research, 36, 24-34. doi: 10.1007/s10488-008-0197-4 ♦
Proctor, E. K., Powell, B. J., Baumann, A. A., Hamilton, A. M., & Santens, R. L. (2012). Writing implementation research grant proposals: Ten key ingredients. Implementation Science, 7, 96. doi: 10.1186/1748-5908-7-96 ♦
Proctor, E. K., Silmere, H., Raghavan, R., Hovmand, P., Aarons, G., Bunger, A., Griffey, R., & Hensley, M. (2011). Outcomes for implementation research: Conceptual distinctions, measurement challenges, and research agenda. Administration and Policy in Mental Health and Mental Health Services Research, 38(2), 65-76. doi: 10.1007/s10488-010-0319-7 ♦
Rounsaville, B. J., Carroll, K. M., & Onken, L. S. (2001). A stage model of behavioral therapies research: Getting started and moving on from Stage I. Clinical Psychology: Science and Practice, 8, 133-142.
Salas, E., Tannenbaum, S. I., Kraiger, K., & Smith-Jentsch, K. A. (2012). The science of training and development in organizations: What matters in practice. Psychological Science in the Public Interest, 13(2), 74-101. ♦
Schochet, P. Z., & Burghard, J. (2007). Using propensity scoring to estimate program-related subgroup impacts in experimental program evaluations. Evaluation Review, 31, 95-120. ♦
Schochet and Burghard (2007) explain how to address variability in program impacts based on specific program features, which may include implementation fidelity.
Smith, G. C. S., & Pell, J. P. (2003). Parachute use to prevent death and major trauma related to gravitational challenge: systematic review of randomised controlled trials. British Medical Journal, 327, 1459-1461. doi:10.1136/bmj.327.7429.1459 ♦
Sprick, R. S., Knight, J., Reinke, W. M., & McKale, T. (2006). Coaching classroom management: Strategies and tools for administrators and coaches. Pacific Northwest Publishing: Eugene, OR.
Valentine, J., & Cooper, H. (2008). A systematic and transparent approach for assessing the methodological quality of intervention effectiveness research: The Study Design and Implementation Assessment Device (Study DIAD). Psychological Methods, 13(2), 130-149. ♦
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